Flashcards
Cognitive/Social/Physical Development
Cards in this deck (116)
- 1Importance of Play1. release physical energy
2. acquire/experiment new motor abilities
3. form relationships with peers
4. practice real-life situations
5. try out new social rules
6. advance cognitive development - 2What is the best indicator that a child may have a learning disabilitythe child shows above-average intelligence but below average classroom performance
- 3What is the second leading cause of death in infancy?Low birth weight
- 4What are the negative factors that affect the growth and weight of the fetus?1. poor prenatal nutrition
2. abuse of drugs/alcohol among expecting mothers - 5What are the characteristics of Emotional Intelligent Children?- more able to understand different perspectives
- better listeners
express mature cognitive-emotional feelings
- more motivated to share/cooperate with other children - 6What are the two important types of prosocial behaviors?1. Empathy
2. Altruism - 7Empathy1. ability to experience another person's feelings
2. To feel what the other person is feeling - 8Altruism1. acting unselfishly out of concern for another person with no expectation in return.
- 9Attachment (Mary Ainsworth)Experiment: child and mom play in new setting. Mom leaves. Stranger comes. Mom comes back.
- Child's reaction to mom/stranger + exploration
1. Secure Children
2. Insecure-Avoidant
2. Insecure - Ambivalent - 10Secure Child (Ainsworth's Attachment)- show little distress when separated
- "i am safe and secure"
- relatively comfortable with others
- make appro. eye contact
- can ask for help
- manage/express their feelings - 11Insecure: Avoidant (Ainsworth's Attachment)- indifferent to mother
- undeserving of parent's affection
- develop defense mechanism to compensate
-feelings of rejection/no one will help me
- exhibit disruptive behavior and avoid others
(Parents who ignore/reject/be annoyed with) - 12Insecure: Ambivalent (Ainsworth's Attachment)- very distressed (cried more)
- explored less / feel skeptical about new things
- become demanding, impulsive, resort to creative distractions to seek attention
- major freak out when mom left
- acted salty/mad when mom returned.
(Parents who exhibit unpredictable responses) - 13What is vital to attachment, learning, emotional well-being, and psychological development?Contact and Touch.
- Monkey Experiment: bottle/blanket mothers - 14What does extended abuse, trauma, and neglect do young children?Puts them at high risk for psychological disorders, health problems, and substance abuse as adults.
- 15What's the biggest achievements in childhood?1. Achieving a positive sense of self.
- 16What are the signs that a kid has a positive sense of self-image?1. more happy
2. confident
3. independent
4. sociable. - 17Kohlsbery's Stages of Moral Development1. Preconventional ( 4-10 years)
2. Conventional (10 -13 years)
3. Postconventional (13 years- adult) - 18Preconventional (Moral Development)First stage of moral development
1. basis on consequence
2. Adults make the rules
3. concerned with self-interest
4. judge people based on their interest
ex. man is ok to steal medicine to save wife - 19Conventional (Moral Development)Second stage of moral development
1. emphasis on "what would ppl think?:
2. opinion of others/ peers
3. want to please and help others.
4. develop their own internal idea of what it means to be a good person. - 20Postconventional (Moral Development)Last stage of moral development
1. Account for differing values/basic rights
2. Abstract reasoning/ ethical principles
3. individuals look within themselves
Ex: man is ok to steal medicine for wife because it's a human right to live. - 21Intelligencethe ability to learn from experience, solve problems, and use knowledge to adapt to new experiences.
- 22Intelligence Testa method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical values
- 23Gardner's Multiple Intelligencesmultiple abilities that come at different forms
8 types of multiple intelligences. - 24G factor vs Savant Syndromea condition in which a person otherwise limited in mental ability has an exceptionally specific skills
- 25What are the 8 types of multiple intelligences?1. musical 2. mathematical 3. linguistics.
4. naturalistic 5. interpersonal
6. intrapersonal 7. Spatial 8. kinesthetic - 26Robert Sternberg's Triachic Theory of IntelligencesA person with high intelligence:
- high level of common sense
- has the ability to succeed
- adapt to their weakness
- get the most out of their strengths.
* (STAT addresses these intelligence) - 27William Stern's Intelligence Quotient (IQ)IQ = mental age/chronological age x 100
- 28Robert Sternberg's Triachic Theory of Intelligences (Types)1. Analytical - memory, problem solving
2. Creative - ability to create/ adapt to new situations
3. Practical - to use, put something into practice, "street smarts" - 29Stanford-Binet Intelligences Scales (SB-5) (Ages 2- 85)- to measure patterns and levels of cognitive development
a. verbal/non-verbal
- to help diagnose childhood development disabiltiies
- provide infomration for special education interventions
(IEP / IFSP) - 30Wechsler Intelligence Scale for Children (WISC) (Ages 6-16)- to measure verbal and performance abilities - processing speeds/verbal comprehension
- each subtest is scored separately
---> to pinpoint strengths and weaknesses - 31What are the educational implications of intelligence?1. appeal to/ develop programs balanced combination of all intelligences.
2. help students feel socially valued.
3. variety of assessement to show student' their strengths and weaknesses. - 32Visual- Perceptual Disability (Dyslexia)- sees letters and numbers in different positions.
signs: confuse rights/lefts; skip/reverse words
- having difficulty with physical coordination
- a difficulty with eye-hand coordination. - 33Auditory-Perceptual Disability (Hearing Difficulty)- difficult to distinguish the differences in sounds
- struggled to hear what is being said
- sign: lost/confused in class/not paying attention
- cannot understand the full content of classroom material. - 34Signs of Attention and Hyperactivity Disorders (ADHD/ADD)1. have a difficult time paying attention
2. distracted easily.
3. show hyperactivities
4. become frustrated easily
5. have difficulty controlling muscles or motor activity
6. have difficulty staying on task
7. show inappropriate overactivity - 35Attention and Hyperactivity Disorders (ADHD/ADD) Trivia- More boys than girls
- severe cases --> Ritalin, Concerta, Adderall
-students will be speaking out loud, forgotten responsibilities, giving up easily
- teachers have students sit in the back so other students wont be distracted
- have student tap on lap instead of desk - 36Perceptual- Motor Disability- difficulty with coordination
- appear clumsy and disoriented
- hands are in constant motion - 37Mental Retardation (Educationally Delayed)- subnormal cognitive funcitonally
- IQ lower than 70
- maladaptive behavior in learning, social adjustments, and maturation - 38Causes of Mental Retardation1. genetic abnormalities
2. Mother abuse of alcohol/drugs (teratogens)
3. environment deprivation (lack of nutriction)
4. Trauma to fetus during childbirth - 39Individuals with Disabilities Education Act (IDEA)all children with disabilties
- guarantted a free appropiate public education
- educated in the least restrictive environment
- many integrate into regular classrooms
- many do half-half - 40Guidelines for teachers to help children with LD1. Be consisted/ predictable schedules
2. Demonstrate appropriate behavior/ giving positive reinforcement
3. Talk slowly/eye contact/ brief convos
4. Distractions to min.
5. Hand-on instruction
6. Use technology
7. untimed tests/ read aloud
8. one project at a time
9. Record presentations for at-home
10. Divide big tasks into small tasks - 41Behaviorisman empirically rigorous science focused on observable behaviors and non-observable internal mental processes
vs Freud - 42Learningthe process of acquiring through experience new and relative enduring information
- 43Stimulus-Response Experiment (Ivan Pavlov)Rings bell --> food --> dog's droll
then
Ring bell ----> dog's droll - 44Associate Learning (Pavlov)When a subject links certain events, behaviors, or stimuli together in the process of conditioning
- 45Classical Conditioning (John Waton's Theory based on Pavlov)a type of learning in which one learns to link two or more stimuli and anticipate events / automatic response
- behavior is learned thru repetition, association, and anticipation.
- shows that a process of learnings can be studied thru direct observation - 46Operant Conditioning (B.F.Skinner)a type of learning in which behavior is strengthened if followed by reinforcement (reward) and diminished if followed by Punisher
- learned association of anticipated consequences - 47Shaping (B.F.Skinner)an operant conditioning in which reinforcers guide behavior towards closer and closer approximation of the desired behavior
- 48Albert Bandura Bobo the Clown experiment.1. a quiet, well-mannered preschool kid observed an adult repeatedly punched/knock down an inflated doll. Later, children imitated this aggressive behavior.
--> Aggressive models encourage aggressiveness behavior - 49Social Learning Theory (1977)- emphasizes environmental influences on learning
- the importance of observing and modeling behaviors, attitudes, and emotional reactions to others to advance in learning.
- children imitate behavior through socialization
- gender roles / self-efficacy / self-reinforcement - 50What the educational implications of Social Learning Theory?1. Teachers are important role models
2. aware of media influences on children
3. Childhood learning acquired through direct experience / observed behaviors - 51Insecure: Disorganized or Disoriented (Ainsworth's Attachment)- feel confused/misunderstood/easily frustrated
- act unpredictable with peers/teachers
- fearful about new situations
- lack of self-control
- lack the ability to tolerate change
(Parents who can't manage their own emoitons and behavior - depression/alcoholism) - 52What are the educational implications of attachment?1. the importance of secure attachment = key role in secure relationships
2. Cultural diversity variable - social competency
3. Emotional bond b/w parent-child --> teacher/child
4. Secure children --> greater ability to face challenges and master academic learning material - 53Temperament- a collective set of inborn traits that help construct a child's approach to the world
--> development to personality/emotional responses
- based upon: mood/environment/activity/threshold - 54Types of Temperament1. Easy - positive mood/adapt easily
2. Difficult - cry frequently/slow to adapt to change (irregular daily routines)
3. Slow to warm up - slow adapt but will adapt when repeatedly exposed. - 55Goodness-of-fitthe match between child's temperament and environmental demands the child must deal with
ex: a 4-yr old child who is expected to sit still for 5 hr plane ride - 56What are the educational implications of Temperament?1. better manage the classroom
2. plan individualized teaching
3. help children feel validated by affirming their temperament attitudes
4. aware that environmental manipulations (culture) influence temperament. - 57What are the educational implications of operant conditioning?1. behavior modifications as a learning tool
2. reinforce good behavior through rewards
3. Not reinforced undesired behavior - 58What are the educational implications of classical conditioning?1. learning is predictable thru repition
2. help children be successful through orderly/predictability. - 59Piaget's Moral Development1. morality of constraint (Heteronomous)
(4-7) - see their moral world thru eyes of justice/rules/unchangeable
---> more sophisticated, rules are made-up by people, many variables to decide right or wrong ---->
2. morality of cooperation: (Autonomous)
(10 and up) view each dilemma, consider the consequences before making a moral decision - 60Morality & its developmentan internalized set of subjective rules influencing the feelings, thoughts, and behavior of an individual in deciding what is right and wrong
- sequence of stages
- level of moral reasoning is dependent upon a child's response to challenges/experences - 61What are the educational implications of moral development?1. children internalize what is right/wrong based on their values/sense of self
2. the sequential foundation upon which higher moral principles are based
3. children respond differently to various moral dilemmas depending on age, education, socioeconomic influences. - 62Personalitythe unique characteristics patterns of person's thoughts, emotions, and behavior
- inherited or adapted influences
- Erik Erikson's psychological development - 63Cognitive Development (Jean Piaget)1. begins with a child's innate ability to adapt to the environment
2. development is a result of the child's interface with the physical world/social experience/physical maturation
3. find a state of equilibrium while moving through the 4 stages - 644 Stages of Cognitive Development (Jean Piaget)1. Sensorimotor (birth - 2yrs)
2. Preoperational (2- 7 years)
3. Concrete Operational (7 - 11 years)
4. Formal Operational (11 - adult) - 654 Assumptions of Piaget's Stages of Cognitive Development1. Children are organically inspired to think, learn and comprehend
2. see the world differently than adults
3. knowledge is ordered into schemas
4. all learning consists of assimilation/accomodation - 66What are the types of play?1. Functional Play
2. Creative play
3. Pretend/Imaginative Play
4. Rough-and-tumble
5. Games with Rules Play - 67What is rough and tumble play?1. intense physical activity
2. helps children gain mastery over their bodies
2. building social interactions
ex: wresting/tag
- appears aggressive but played with open hands, laughter, and giggling - 68What is functional play?(infancy/Sensorimotor)
1. manipulating objects --> receive pleasure
2. repeating muscular movement
Ex: Practicing - 69What is constuctive play?(Toddlers/Prescholers)
1. use object to make something
2. combines sensorimotor movements with creation of something
ex. building blocks - 70What is pretend or imaginative play?(18months - preschool years)
1. children transform symbols into make-believe play
2. .Pretend helps build a child's imagination
(Vygotsky thought children believed their make-believe is real) - 71What is Games with Rules Play?(elementary school - 12 years/entire life)
1. involves a given set of rules
2. competitive and pleasurable
3. replaced by practice/organized sports - 72What is "Play Therapy"?form of childhood counseling treatment
since children feel less threatened while working out conflicts and expressive their unresolved feelings. - 73What are the educational implications of Play?1. teachers should encourage play
2. age-appropriate forms of play
3. use play to help release physical energy
4. play helps children build social relationships with peers. - 74Vygotsky's Sociocultural Theory1. children actively construct their knowledge (cognitive growth/langage) through society.
2. language is essential to development
3. adults help provide children with learning tools to master difficult tasks.
4. every function of child's cognitive development appears twice.
1. between people. 2. internally w/in child - 75Zone of Proximal Development (ZPD) - Vygotsky-the distance between a child's actual performance and a child's potential performance.
- if provided with guidance by someone more skilled, a child may exhibit a higher level of competency and move beyond what he/she was capable of doing unassisted. - 76Scaffolding1. the temporary supper system from a teacher (or older peer) to support the child until the task can be mastered alone
- 77What are the essential elements of Scaffolding?1. the use of mediators for learning
2. the emphasis of language and shared activity of learning.
3. shared activity which strongly improves the child's problem-solving abilities
ex: a 5th grader helping 1st grader read book - 78What are the educational implications of Vygotsky's Sociocultural theory?1. importance of social and multicultural education
2. emphasis of inclusion
3. the difference between what a child can do on his/her own vs what a child can do with help.
4. "Guided practive - initially assume responsibility for problem-solving but gradually allow the responsibility to transfer back to the child
5. parents pay a key role as significant contributors to children's intellectual development - 79Psychological Stages of Development (Erik Erikson)1. Early childhood experiences helped to permanently shape personality.
2. Personality develops through a series of conflicts that are influenced by society during age-related time periods
3. in a lifetime, 8 stages we need to pass in order to create an equilibrium between society and ourselves. it doesn't matter if the outcome of the crisis is good/bad. - 80What are the 5 stages of Psychological Development according to Erikson?1. Basic Trust vs Mistrust
2. Autonomy vs shame/doubt
3. Initiative vs Guilt
4. Industry vs Inferiority
5. Identity vs Role Confusion - 81What is the first stage of Erikson's Psychological Development?1. Trust vs Mistrust (1.5 yrs old)
A. gaining trust as infant => feeling safe/secure
B. absence of trust --> feeling suspicious, guarded, withdrawn from relationships - 82What is the second stage of Erikson's Psychological Development?2. Autonomy vs Shame/Doubt (1.5 - 3.5yrs)
a. learn to explore/experiment --> gain a sense of independence and self-reliance
b. if punished harshly, feel a sense of shame. --> sense of dislike for himself and reticent to try new things. - 83What is the third stage of Erikson's psychological development?3. Initiative vs Guilt (3.5 - 6yrs)
a. builds on previous stage
b. assume greater responsibility --> a positive view of self, confidence in decision making, and willingness to take risks
c. absence of initiative: sense of guilt, anything one does disappoints others. - 84What is the 4th stage of Erikson's Psychological Development?4. Industry vs Inferiority (6-12 yrs old)
A. learning to work w/others while developing skills & feeling a sense of achievement --> greater sense of competence/ability to organize/meet goals
B. inferiority outweighs - low self-esteem & appear lazy/lack goals/motivation - 85What is the 5th stage of Erikson's psychological development?5. Identity vs Role Confusion (12-18yrsold)
a. physical change --> search for self-identity/breaking dependent ties/providing adultlike framework
b. sense of self - unique from others/instills an identity (inner confidence/sense of one's place in world)
c. failing--> confusion over life's goals/self-identity - 86What are the educational implications of Psychosocial stages of development?1. better recognize development themes in the classroom - child's limited strengths/weaknesses
2. age-specific psychological tasks
3. recognize development deprivations
4. use developmental models to identify age-appropriate behaviors, activities, and materials. - 87What is the 1st stage of Piaget's Cognitive Development?1. Sensorimotor (Birth - 2yrs)
a. infant's physical response to immediate surroundings.
b. experience world thru senses and actions
ex: touching, grabbing, putting things in mouth
c. scared of strangers, live in the present and lacks object permanence
GOAL: Object Permanence - 88Object PermanenceAwareness that things still exist when it is out of sight.
**Sensorimotor --> Preoperational **
8 months achieve (but 3 months) - 89What is the 2nd stage of Piaget's Cognitive Development?2. Preoperational Period (2 - 7yrs)
a. ** Egocentrism ***
b. focus on symbolic thought and imagination - pretend play (Animism)
c. children ask "why" questions
d. Casual Reasoning "Causality"
d. love songs, stories, nursery rhymes
e. language development increases rapidly
f. Centration / Transductive Reasoning - 90Egocentrism( to 5 yrs)
young children cannot differentiate between their own perspective and feelings and someone else's.
- all about them and have hard time imagining another's pt of view.
ex. Hank knows he has a brother, john, but he doesnt think john has a brother. - 91Animismrefers to children believing that non-living objects have lifelike qualities.
- believe animate objects have feelings/opinions
ex. imaginary friends, - 92What is the 3rd cognitive development stage?3. Concrete Operational (7-11)
a. Metacognition
b. understand world thru trial-error
c. seriation
d. transitivity
e. irreversibility --> reversibility
f. conservation
g more subjective in moral judgments
h. Inductive Reasoning
a. solve problems while thinking about multiple dimensions of information - 93Metacognitiona child's awareness of knowing about one's knowledge.
-can plan their own problem-solving strategies
- thinking about "thinking" - 94Seriationchild's ability to arrange objects in logical progression.
ex. arrange sticks from smallest to largest - 95transitivityability to draw conclusions about a relationship between 2 objects by knowing the relationship of the 3rd object.
ex. A = B and B = C, then A = C - 96reversibilityability to mentally return to a situation or operation just like it was at the beginning
- the idea that one knows that a thing can be reverse.
ex: Clay: a ball --> a log --> a ball - 97irreversibility1. child make errors in thinking b/c cannot understand an operation moves in more than one direction.
2. cannot understand that state can be recovered
ex. kid shapes clay into ball of clay. boy takes clay and turns into a log and returns to kid. Kid thinks she has less clay. - 98Centrationthe tendency for a child to focus on only one piece of information at a time while disregarding all others.
ex. - 99Conservationthe way something looks doesnt take away its amount
ex: 500 mL in long/narrow cup vs 500mL in a short/narrow cup - 100Decentrationsee beyond one object or problem
- 101Theory of MIndthe ability to understand other people's feelings thoughts and perceptions as well as their own and also how to predict behavior.
ex: hank looking for an item at the place he left it & a kid realizes he wouldn't look behind the chair where the person took the fish is hiding. - 102What is the last stage of Piaget's Cognitive Development?Formal Operational Stage (12+)
a. the adolescent's ability to reason abstractly and solve complex problems.
1. Hypothetical-Deductive Reasoning
2. Abstract Thinking - the ability to think about objects, principles, and ideas that are not physically present
3. Problem-solving - 103Hypothetical-Deductive Reasoningformulating a specific hypothesis from any given general theory (formal operational)
-form ideas of what may be
- mentally forming a logical/systemic plan to work out the right solution after considering all the possible consequences.
ex: short students = no basketball; Timmy is short so thinks timmy = no basketball - 104Inductive Reasoning(Concrete Operational)
drawing conclusions from specific examples to make a general conclusion even when the conclusion is inaccurate.
ex: balls on playground are round = all balls are round (but what about footballs?) - 105Transduction ReasoningChildren mentally connect specific examples whether or not there is a logical causal relationship. ("Causality")
a. a child believes his thoughts will cause something to happen.
ex. bill mean to sister, sister got sick, bill's meanness cause sister sickness - 106Causal Reasoning(Preschool)
children cannot yet think logically about cause and effect.
- believe thoughts cause actions
level 1: reality is defined by appearances (clouds moves when i move)
level 2: appeals to all-powerful force (God moves clouds)
level 3: appeals to nature (sun moves clouds)
level 4: approaches adult explanation (winds moves cloud accrding to mom) - 107Process of Adaption (Piaget)children adjust to new information about their environment in order to function more effectively.
1. assimilation: interpret new things in our existing schemas
(ex. i know horse. deer = horse)
2. accommodation: adjust new experience (ex: deer = not horse different so deer = deer --> bambi = deer; black beauty = horse) - 108Equilibriumdevelopment is motivated by a search for a stable balance towards effective adaptations. 3 stages :
1. begin in state of balance
2. thought changes/conflict emerges
3. through assimiliation/accommadation --> a more sophisticated mode of thought surfaces. - 109Schemes "Schemas"1. the way children mentally represent and organize the world.
2. children form mental representations of perceptions, ideas, or actions to help them understand experiences
--> ex: cause/effect; horses vs deer - 110Symbolic Function Substagechild uses words and images (symbols) to form mental representations to remember objects without the objects being psychically present.
ex: missing dog --> dog sketch/stuffed animal - 111What are the educational implications of piaget's cognitive development?1. can avoid presenting material in the classroom that is beyond the child's cognitive abilities
2. children think differently from adults and actively move through operational stages
3. children can be tested at each stage to verify level of cognitive understanding. - 112Physical Development - Infancy- grows fastest
- weight/height: boys= girls
- girls: grows slightly slower
- have protruding abdomen due to big organs - 113Physical Development - Early Childhood1. arms/legs grow longer -> baby fat disappears
2. child's ability to walk
3. fatty tissue: girls > boys
4. muscle tissue: boys > girls
5. weight/height: boys= girls
6. boys are slightly taller than girls - 114Physical Development - Middle Childhood-grow 2 inches/yr
- (6-10) weight/height: boys > girls
- (10-12): weight/height: boys= girls
- gross motor skills: boys > girls
- fine motor skills: girls > boys - 115Physical Development - Adolescents- "Growth spurts"
- (12 yrs) Height/weight: girls > boys
-(13 - 18 yrs) height/weight: boys > girls
- Boys: clumsy --> ease of movement
- participation in sports --> phsyical strength/cordination
- considerable interest in body image
--> eating disorders: anorexia, nervosa, bulimia - 116What are the educational implications of phsyical development?1. prepare daily age appropiate opportunies for children to freely express themselves thru gross/fine motor activities
2. understand individual physical differences
3. identify physical differences in gender development.
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- Flashcards on Cognitive/Social/Physical Development , created by Jenna Barker on 05/03/2018.
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